scholarly journals Career and technical education for the 21st century

2018 ◽  
Author(s):  
Nelson A. Rivera
Keyword(s):  
Career And Technical Education ◽  
21St Century ◽  
Technical Education ◽  
Career And Technical

Washington View

2018 ◽  
Vol 100 (2) ◽  
pp. 64-65
Author(s):  
Maria Ferguson
Keyword(s):  
Career And Technical Education ◽  
21St Century ◽  
Rural Areas ◽  
Technical Education ◽  
Career Pathways ◽  
Obama Administration ◽  
Career And Technical ◽  
Education Act

With the signing of the bipartisan Strengthening Career and Technical Education for the 21st Century Act, Congress and the president managed to reauthorize the Carl T. Perkins Career and Technical Education Act (known as “Perkins”), after an earlier attempt in the Obama administration fizzled. Maria Ferguson describes the growing support for career and technical education (CTE), especially in rural areas, and sums up what the new bill does to help states and districts in their efforts to create stronger career pathways for students.

Community College Participation in Distance Learning for Career and Technical Education

2008 ◽  
Vol 32 (9) ◽  
pp. 665-687 ◽  
Author(s):  
Angela D. Benson ◽  
Scott D. Johnson ◽  
John Duncan ◽  
Olga N. Shinkareva ◽  
Gail D. Taylor ◽  
...  
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Career And Technical ◽  
College Participation

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

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